Hello. This is Kasumi Ozawa from Kanazawa Campus. Recently, I accompanied 11 third-year students as they began a year of study and life in Dunedin, New Zealand. In this article, I reflect on the students’ first few days as they settled into life in Dunedin.

On April 9, the students departed from Narita Airport. They appeared calm at times and nervous at others, but they all shared a strong sense of anticipation.　As they boarded NZ90, they left behind their familiar routines and stepped into a new environment that would challenge them academically and personally.　After traveling through Auckland, we arrived in Dunedin the following day. The city greeted us with clear skies, crisp air, and a slower pace of life. Located on the southeastern coast of New Zealand’s South Island, Dunedin is a university town known for its rich natural surroundings, history, and strong academic culture.

Although the long journey had been tiring, the moment the students met their host families, their tension eased. Warm greetings, simple conversations, and welcoming smiles set the tone for what lay ahead. At that moment, we realized that the experience was no longer simply a study program but the start of everyday life in a new country.

The students will be studying at Otago Polytechnic, an institution that has a long-standing partnership with our school of over two decades. With its strong emphasis on applied and professional education, Otago Polytechnic provides learning that is closely connected to society and industry. With the solid foundation they have built at the Hakusanroku Campus, studying engineering in English provides each student with a valuable opportunity to expand their own potential.
The first weekend was spent with host families, giving students their first genuine experience of daily life in New Zealand. Adjusting to unfamiliar customs and communicating in English was not always easy, yet these challenges gradually helped build confidence. Everyday moments such as shared meals, casual conversations, and daily routines slowly transformed initial anxiety into curiosity and motivation.

The following Monday marked the beginning of a two-week orientation program called “Global Studies”. Through this program, students learned about academic expectations, cultural values, and the practical aspects of living in New Zealand. As their understanding deepened, so did their sense of readiness. They began approaching their new lives not as short-term visitors, but as residents responsible for their own decisions.
One particularly memorable event was the traditional Māori welcome ceremony hosted by Otago Polytechnic. Through a heartfelt speech and a song performed by faculty and staff, the students were warmly welcomed not only to the campus, but also to the land and its history. In response, Kotori Mae delivered a speech on behalf of our school, followed by a group song performance of “Himawari no Yakusoku”. Using the image of sunflowers facing the sun, the song expresses unwavering care, friendship, and lasting bonds that transcend time and distance. The students chose this song themselves, believing its message truly reflected the spirit of the occasion. As the students sang together, their voices filled the space and created a sense of mutual understanding that went beyond language.

Afterwards, the students joined a campus tour and visited various facilities across the campus. During their visit to the sports facility “Unipol”, they were impressed by the extensive and well-equipped facilities, and many expressed their eagerness to begin using them. For our students, Unipol is not only a place for physical fitness, but also an important space for interaction with local students. At the library, they observed many learners studying quietly and with strong concentration. Seeing this dedicated atmosphere appeared to inspire them and gave them a clearer sense of the academic environment they would soon be part of. Experiencing these facilities firsthand, the students felt their excitement grow about studying and living in such a supportive environment. It was a moment when they truly sensed that their time in Dunedin was beginning not only as a period of learning, but as daily life itself.

That afternoon, the students took an important step toward daily life in New Zealand by opening local bank accounts. Holding their debit cards, some spoke about the need to value and carefully manage the financial support they receive from their families. The experience highlighted that studying abroad is a time when students are warmly supported by others, while at the same time being guided toward independence in their own lives.

In conversations with the students, one shared, “I couldn’t be here without my family’s support. I want to make the most of every single day and honor the trust they have placed in me.” Another reflected with a smile, “Dunedin feels calm and comfortable, not too busy. I think I will really enjoy living here.”

The year ahead will be shaped by the choices the students make, the challenges they face, and the people they meet. Through these experiences, each student will discover their own path and return home with a stronger sense of confidence and perspective.

Through this ICT Journal, we will continue to share their journey. We hope you will follow along as these students grow, learn, and find their place in New Zealand.

Kasumi Ozawa

Hello. I’m Masaaki Shikada, ICT President.

As has become an annual tradition, I delivered the President’s Lecture again this year. The address for 1st and 2nd students was held on the afternoon of Friday, April 3rd, 2026 at Hakusanroku Campus, while the address for 4th and 5th year students took place on the morning of Tuesday, April 7th, at Kanazawa Campus. When I was appointed the Vice President of ICT, I heard that the President’s Lecture is traditionally given during the April orientation period each year.

I then began to wonder what I should talk about in my lecture. After giving it some thought, I decided that it would be best to explain my field of expertise—Spatial Information Technology—in an easy-to-understand way. Accordingly, I chose to base my talk on my past research and classes (Surveying), linking them to well-known historical figures and events so that the content would be both accessible and engaging.

In my first year, I gave the same talk to students of all grades (excluding 3rd year students). After the 1st year, however, I gradually added new material as students advanced through the grades. As a result, the four themes of my lectures have been organized as follows.
(Note: this full sequence by grade level will be completed in the 2027 academic year)

　1st year students: The Ten Most Beautiful Scientific Experiments in the World
　2nd year students: Maps Are Liars
　4th year students: Struve’s Geodetic Arc
　5th year students: Ino Tadataka and the Record of Points

In every lecture, I include quizzes so that students can enjoy active learning while having fun. In the themes for 4th and 5th year students, I also introduce related films and television programs. Through these four lectures, I hope that students will come to enjoy and appreciate the world of Spatial Information Technology.

Masaaki Shikada

 

Hello. This is Nagwa Fekri Rashed from Egypt, one of the chemistry course professors at ICT.

There are experiences in teaching that you can anticipate—and others that quietly transform you. Becoming a homeroom advisor at ICT Hakusanroku Campus in the 2025 academic year was one of the latter. Coming from outside the Japanese education system, I had always observed the homeroom system with curiosity. It is deeply rooted in the culture of education in Japan, present from the earliest years of schooling all the way through higher education. Before stepping into the role myself, I had already interacted closely with omeroom advisors as a course professor—particularly when discussing students’ academic progress in my chemistry classes. I had also served as a sub-homeroom advisor for S1 alongside Professor Kihara, which gave me a glimpse into the rhythm and responsibilities of the role. 
From these experiences, I thought I understood what it meant to be a homeroom advisor.

What I Thought the Role Was

When I was formally assigned the role, I was introduced to its structure: schedules, responsibilities, timelines, and expectations.
There were administrative duties—attendance checks, paperwork, coordination with course instructors, and guardians. There were important milestones throughout the year—PTA meetings, parent-teacher interviews, reports, and records. There was also a strong support system: office staff, dormitory residential assistants, nurses, the Dean of Students, Department Chair, and my sub-homeroom advisor, Professor Kuroda. Everything was clear. Everything was organized. And I remember thinking: I know what this job is.

What the Role Actually Became

But then a different question came to mind—one that was not part of any official description: What do I want to leave behind for my students? 
Not in terms of grades. Not in terms of reports. But something that stays. Something that matters. I have always believed that impact does not have to be grand to be meaningful. Sometimes, it is as simple as a kind word, a moment of encouragement, or a sincere smile. But this time, I realized I had something more powerful than a moment—I had a full year to be part of my students’ lives. Not only in academics, but in their daily routines, their challenges, their friendships, and even their future decisions. That felt… significant. And honestly, a little overwhelming.

New Perspectives

My instinct was to approach this the way I approach everything else—as a scientist and engineer. I began thinking in terms of factors, conditions, and outcomes. What are the inputs that lead to success? What environment ensures the best results? But very quickly, I stopped. Because this was not a system. This was not a laboratory. This was not a process to optimize. These were people. And people are not factors—they are actors. They think, they feel, they choose. And that is when I arrived at a realization that shaped everything that followed: What truly defines a person’s life is not what happens to them—but the choices they make.
Parents, teachers, schools, friends—we all play a role. We provide experiences, knowledge, and guidance. But in the end, each individual decides which path to take.

The Idea That Changed Everything

That realization led me to a simple but powerful idea: Each student is the main character in their own story. And more importantly—they are also the writer.
If that is true, then the most important question is not “What should they do?”

The First Homeroom: A Beginning

During the orientation period, I decided to turn this idea into something tangible.
　・Large letters: I – C – T
　・And above them: “We are ICTs.”
Then I gave each student star-shaped sticky notes.
I asked them to think of themselves—not as students, not as grades, but as the main character of their own story.
　・The “I” stood for self—their identity, their agency, their ability to choose.
　・ The “C” and “T” stood for character traits. 
I asked them to write:
　・ And above them: “We are ICTs.” 
　・ Three adjectives starting with T 
These were not just words. These were declarations. These were the traits they chose for themselves. And then something beautiful happened.
The board filled with color—stars in orange, yellow, green, pink—each carrying a piece of who they are or wanted to become. The variety, the thoughtfulness, the honesty in their choices surprised me. In that moment, our class philosophy was born. Not imposed. Not instructed.
But created—together.

Watching the Story Unfold

As the year progressed, I began to see something shift. Academically, they worked hard—and I am proud to say that all students successfully passed their courses and achieved their desired goals. But what moved me most was everything beyond academics.
They explored. They tried new things. They challenged themselves.
They:
　・ Joined clubs—art, sports, robotics, programming
　・ Learned instruments and even composed music
　・ Improved their IELTS scores 
　・ Supported junior students 
　・ Took part in dance and cultural activities
　・ Climbed mountains and went skiing
　・ Designed creative projects
　・ Participated in startup competitions
　・ Organized and led ICT festivals
　・ Ran for student council positions
　・ Spoke up—about what should change, and how to make it better
And slowly, something changed in their mindset. They stopped waiting. They started acting.
They stopped complaining. They started building.

A Quiet Transformation

At some point, without any formal announcement, the school became theirs. Not just a place they attended—but a place they cared about. They began to understand something essential: Life does not improve by chance. It improves by choice.
They learned that change requires:
　・ Voice
　・ Initiative
　・ Responsibility
And perhaps most importantly, they learned the value of surrounding themselves with people who care about them and support their growth.

The End of a Chapter

Last March, they left Hakusanroku Campus. And just like that, the chapter ended.
Today, they are on their way to New Zealand—beginning a new chapter, in a new place, with new experiences waiting for them.
And I find myself thinking…
What a privilege it was to witness this part of their story.

To My 2025 S2 Students

I will miss you. More than you know.
You have written this chapter beautifully—not perfectly, but authentically, courageously, and with growth.
As you move forward, remember:
You are the main character.
You are the writer.
And every choice you make adds a new line to your story.
Make it meaningful. Make it yours.
I look forward to seeing how your story continues.

1st Semester: Mission Accomplished!

2nd Semester: Mission Accomplished!

Nagwa Fekri Rashed

Hello, I’m Ruuna Nakazawa, a 3rd-year student. I’ve shared my life in New Zealand through this ICT journal before. After that, I spent fulfilling days with my warm host family, but on 15th March, we left Dunedin and returned to Japan the next day. Today, I would like to share my reflections on my last days in New Zealand and this past year.

In March, the celebrations and procedures required for returning to Japan increased, and I had more opportunities to feel that my stay in New Zealand was coming to an end. At the farewell party held at Otago Polytechnic ten days before our departure, we received completion certificates, presented our memories and life in New Zealand in front of our host families, and enjoyed food together. I felt a bit embarrassed during the presentation, but it was a good opportunity to look back on my life and memories over the past year. Additionally, some of my friends shared funny episodes with their host families, which created a warm and joyful atmosphere. On the way back home, my host father bought me delicious gelato, and that also made me happy to spend time with my host family.

There was also a graduation ceremony for all the graduates of Otago Polytechnic, and we participated in it wearing academic gowns. During the parade, the graduates walked to the hall located in the city center, I felt inspired by the atmosphere of the whole city celebrating the graduates. The ceremony was held at a gorgeous city hall, and Māori traditional dancing was performed. It became one of my most memorable events in New Zealand.

On the day we left Dunedin, my host mother and father came to see me off, even though it was early in the morning. I had expected to say goodbye with a cheerful feeling because I had been a little excited about returning to Japan. However, when I hugged my host parents before getting on the bus, many memories with them came to mind, and a few tears fell unexpectedly. Even after saying goodbye, while on the bus heading to the airport, I reminisced about various memories and shed a few more tears. I think the tears came not only from the sadness of not being able to see them for a while but also from a sense of regret—feeling that I should have shown more appreciation and made my host family happier.

Because I felt that my actions toward achieving my ideal study-abroad experience were not enough, I had thought that my self-evaluation for this year would be low. However, regardless of that, I realized from those tears that living in an environment completely different from Japan had become my “normal,” my everyday life—and that I had grown enough to feel sad about leaving it. I think these changes in what feels normal to me represent how much I’ve grown compared to who I was before going to New Zealand.

Based on these reflections, I now feel that I would like to try studying abroad again someday. In the sense of jumping into a new environment, I will soon begin a new life in Kanazawa. While improving and maintaining my English so that I can go abroad again in the future, I hope to continue growing by learning and experiencing new things.

Ruuna Nakazawa

 

Hello. I am Sakuichi Ohtsuka from the Department of Science and Technology. At the conclusion of my five-year tenure at the International College of Technology, Kanazawa, having joined in April 2021, I have had the honor of being the chief of the editorial committee of ICT Progress as my final assignment.

ICT Progress is an annual report compiling practical examples of educational improvement initiatives by faculty and staff at the International College of Technology, published each year with the aim of enhancing the quality of education. Last year, we revised the publication format to include updated regulations and made the report publicly available online. For this second edition, we have further revised the regulations and enriched the content.

While this article may be somewhat unconventional and formal for the “ICT Kanazawa Journal,” I hope it will serve as an opportunity for the general public—the readers of this journal—to gain a concrete understanding of how the International College of Technology, Kanazawa, implements STEAM education (*see note).

* Note: An educational approach that integrates Arts (Liberal Arts) into "STEM Education" (Science, Technology, Engineering, and Mathematics).

While this may go without saying, quoting the key characteristics of KOSEN (The National Institute of Technology) from the Ministry of Education, Culture, Sports, Science and Technology’s website (https://www.mext.go.jp/a_menu/koutou/kousen/index.htm): “Like high schools, these institutions admit students who have graduated from junior high school. After enrollment, students follow a five-year integrated curriculum that balances general and specialized subjects, enabling them to acquire the broad general knowledge and systematic specialized expertise necessary for engineers.” As for the unique nature of the education that is inextricably linked to these characteristics, the most significant factor is likely that students are classified as being in "primary and secondary education" upon admission but are treated as being in "higher education" upon graduation. Due to this unique nature, although the phrasing differs, the curriculum is described as a pair of items requiring collaboration: "general and specialized subjects" as the syllabus, and "a rich general education and systematic specialized knowledge" as the learning outcomes.

Next, when we compare this content with the aforementioned STEAM education, “T” and “E” clearly belong to the latter, “S” and “M” are intermediate, and “A” belongs to the former. Therefore, in educational practice, the curriculum cannot be easily separated, and I believe you will understand that meticulous attention is required regarding coordination between subjects and timing.

Consequently, it is crucial for faculty and staff to accumulate their own “individual case studies of educational improvement.” Here, practice and presentation/documentation (information sharing) go hand in hand. Similarly, in the documentation platform “ICT Progress,” the quality content of the articles and readability are equally important. Additionally, within the school, we hold an annual “Educational Research Presentation Session” (scheduled for March 26 this year) as a forum for mutual presentations and discussions among faculty and staff. These activities can also be viewed as a mirror reflecting the practice of STEAM education for our students. In that sense, we would be delighted if this published article catches the attention of the general public who are considering enrolling in a National Institute of Technology (KOSEN).

Finally, I would like to take this opportunity to once again express my gratitude to everyone who, under the leadership of President Masaaki Shikada, took the time to write these articles despite their busy schedules; to everyone who assisted with the peer review process (especially Ms. Stephanie Reynolds, who helped with the English proofreading); and to Ms. Hitomi Nanto of the Administrative Office, who meticulously formatted the articles. I also wish the International College of Technology, Kanazawa, continued success in the future, building on its unique strength of diversity from various perspectives.

Below is the table of contents and foreword for this year’s ICT Progress. The electronic version of the Memoirs (ICT Progress) is available at the URL below. Additionally, as a photo posted at the end, I have included a snapshot from last year’s 1st Inter-Team Ekiden Relay Race (held on November 8, 2024), which symbolizes the diversity that goes beyond the “going hand in hand”—a concept often associated with the International College of Technology, Kanazawa. We hope that even those viewing this for the first time will sense the unity between students and faculty, as well as the rich international spirit that lives up to the name of the International College of Technology, Kanazawa.

■The electronic version of the Memoirs (ICT Progress) is available at the URL below.
URL: https://kitir.kanazawa-it.ac.jp/infolib/meta_pub/G0000002repository

 

Sakuichi Ohtsuka